The categories of «personal maturity» and «professional maturity» have been widely explored in the scientific literature, while the phenomenon of «personal-professional maturity» remains understudied. To truly understand the multifaceted nature of personal-professional maturity, it is crucial to identify and substantiate a criterial basis for determining its level of development. However, an analysis of contemporary researchers’ positions has demonstrated a lack of consensus on this issue. Therefore, this article explores the criterion-based multidimensionality of the phenomenon of personal-professional maturity in general and the criterial basis for the manifestation of an individual’s personal-professional maturity. Based on an analysis of research devoted to issues of personal and professional maturity, one criterion of personal-professional maturity was identified: personal identity. The essential and semantic content of the phenomenon of «personal and professional maturity,» its binarity, and the substantive content of the category «criterion» allow us to identify two key structural elements of identity that are closely interconnected and complement each other: ego-identity and professional identity. The manifestation of each structural component of personal identity is considered from a three-dimensional perspective: axiological, cognitive, and conative, which allows for a multifaceted study of the phenomenon of a person’s personal and professional maturity. The presented and substantiated structuring of the criterion of a person’s personal and professional maturity serves as a methodological basis for identifying indicators of personal and professional maturity and developing tools that allow for diagnosing the level of development of personal and professional maturity at various stages of a person’s professional development. This, in turn, serves as the basis for building individual trajectories, selecting methods and technologies for its development, predetermining promising areas for further scientific research in the context of the identified problems.

One of the pressing issues in the field of view of modern pedagogical science and practice in the system of continuous education is the assessment of the personal and professional maturity of a person at different stages of his personal and professional development. The arsenal of instruments used by researchers studying personal and professional maturity is quite broad and includes a significant number of tests, questionnaires, scales, portfolios, reflective diaries, etc. However, in recent years, special attention has been paid to cases and situational tasks that allow for the assessment of the level of development of a person’s personal and professional maturity through behavioral indicators.

The lack of a generally accepted definition of the category «behavioral indicator» has projected the need not only to clarify its semantic content, but also to build a methodological framework for its construction. Therefore, the aim of this study is to find an answer to the question: what is a behavioral indicator, and what methodology underlies the construction of a behavioral indicator and assessment tools for identifying the level of development of personal and professional maturity? Based on the synergy of activity-based, situational, situational-contextual and practice-oriented approaches to understanding the category of «behavioral indicator» and constructing tools for assessing personal and professional maturity, the authors propose to consider the behavioral indicator for assessing personal and professional maturity as an operational embodiment of personal meaning, through which the subjective activity of a person, his abilities, personal qualities and professional competencies are explicated (manifested) in situations of solving problems of activity and in various life situations.

The methodological perspective of the activity-based, situational, and situational-contextual approaches allowed us to focus on understanding the role of the situation in assessing a person’s personal and professional maturity, which contributed to clarifying the differences in the methods of case studies and situational tasks and substantiating them as the main methods for constructing valid assessment tools.

This article examines the educational event as a distinctive format of project-based education. Its uniqueness lies in the integration of Georgy Shchedrovitsky’s thought-activity approach, the developmental education framework of Daniil Elkonin and Vasily Davydov, Elkonin’s concept of productive action, and Alexander Asmolov’s humanistic psychology of dignity.

The authors focus on the educational outcomes that emerge when knowledge and competencies are applied in authentic, event-based contexts. The experience of the Center for Sociocultural Project Design «MARS» (Obninsk, Russia) demonstrates that an educational event is not merely a particular organizational format or a collection of pedagogical techniques. Rather, it becomes an intentionally designed environment for collaborative action in which school students gain first-hand experience of initiative, responsibility, participation in a shared project vision, and co-action with Significant Others.

Designing and implementing such events requires an educational environment that gradually cultivates a community of co-creators and co-thinkers. The proposed architecture of the educational event highlights its conceptual connection with Lev Vygotsky’s cultural-historical theory and Alexei Leontiev’s activity theory. Within this framework, the educational event becomes a catalyst for the development of project culture, enabling educational, product-oriented, and socio-reputational outcomes while emphasizing student agency, collaboration, and human dignity.

The strategic development of the Arctic is set out in the relevant policy document and is linked to ensuring access to high-quality education in the Far North. Education is one of the key drivers of the economic development due to its crucial contribution to the intellectual capital of the population. The development of education in the Arctic is complicated by a number of challenges related to the special living conditions in the territory, such as extreme climate, isolation, remoteness from the center, low population density, staff shortages, migration and other factors. The article presents the findings of the study conducted on the challenges faced by the schools in the Arctic single-industry town. The study involved the administrative teams of schools in Norilsk. There were conducted two focus-groups with a total amount of 72 participants. The study identified staffing, infrastructure, budgetary, contextual, and student-populationrelated challenges. Based on the data obtained, the participants proposed practices for implementation in schools. On the one hand, school management teams are ready to implement these practices in response to the specific characteristics of the area. On the other hand, they highlighted limited resources, particularly staffing, infrastructure, and budgetary constraints.

These practices may serve as a basis for recommendations aimed at improving the quality of education in the Arctic Zone, provided that administrative support is made available to address staffing, infrastructure, budgetary, and other challenges associated with their implementation.

The article raises the issue of the need to develop educational programs for young people that focus on the most important component of human intelligence — the ability to act «in the mind».

It is stated that this concept was introduced by the Russian psychologist Ya. A. Ponomaryov. Subsequently, the role of the ability to act «in the mind» in the arbitrary regulation of behavior and creative activity was revealed in the Russian psychological school.

Since the works of L. S. Vygotsky, the role of primary school age in the development of intelligence and the ability to act «in the mind» as its most important component has been stated. The article emphasizes that the intensity of the development of this ability decreases significantly with age.

This paper discusses competencies that are directly related to the development of mental planning: goal setting, forecasting, and carrying out activities in accordance with the plan. Since there are very few studies in Russia that focus on the ability of adult subjects to act «in their minds,» the goal is to analyze the literature on this topic in English.

The article discusses the concept of executive functions, within which the effectiveness of the above-mentioned competencies is studied in English-language sources. The structure of executive functions is described as a system of cognitive processes that provide purposeful control of behavior: goal-setting, planning, suppression of impulsive responses, and adaptation to changing conditions.

 The author also provides a fragment of an educational program aimed at developing self-control, goal-setting, step-by-step actions, analysis and accounting of available resources during planning, and the formation of flexible thinking skills.

This article examines the impact of generative artificial intelligence on the educational strategies of modern students (Gen Z, Zillennials, and Generation Alpha) through the lens of teaching philosophy and related disciplines. Today’s information-communication landscape and rapidly evolving sociocultural reality necessitate the constant updating of knowledge regarding the latest high-tech advancements. The study argues that the wholesale shift of students toward interacting with Large Language Models (LLMs) is transforming their cognitive habits and linguistic culture.

The author identifies a paradox: alongside a decline in spontaneous oral communication skills, a need has emerged to develop a new form of textual literacy—prompt engineering. The study analyzes the semantic divergence between the terms «AI» and «ИИ» (the Russian equivalent), as well as their origins and widespread usage. It proposes practical methodological solutions, a diagnostic assessment rubric, and specific scenarios for implementing prompt sessions for humanities students across Russian universities, aimed at enhancing their methodological reflection.

Prompt engineering is positioned not merely as a technical skill, but as a fundamental 21st-century competency in the humanities—one that is already essential for effective work and may soon become extremely difficult or even impossible to do without. Incorporating prompting as a key element of instruction enables the creation of simulated, instructor-led interactive and communicative scenarios; this opens up innovative avenues for human-AI interaction while helping to mitigate the persistent challenge of limited face-to-face engagement with large student groups.

The article develops a specialized rubric with specific criteria designed to evaluate not the final AI-generated text, but the logic of the dialogue (log file or chat history), thereby demonstrating the student’s methodological reflection. It also proposes a scale for converting scores into an academic result—such as a «pass,» eligibility for a test or exam, or a final grade—to serve as a supplement to other course requirements.

The didactic potential of prompt sessions makes it possible to transform AI from a tool for academic dishonesty (plagiarism) into a catalyst for cognitive activity. The task facing today’s higher education instructor is to move beyond passive techno-skepticism and spearhead the transformation of the haphazard, superficial AI usage typical of Gen Z and the subsequent Generation Alpha into methodologically sound, in-depth research work.

This work is based on the teaching of philosophy, but it is not limited to that field alone. Such prompts are frequently used in foreign language instruction and can be effectively applied to teaching subjects across the humanities, technical fields, and natural sciences.

In the context of global competition among civilizational projects, human capital is increasingly becoming a matter of national security. Russian universities face a dual challenge: ensuring the competitiveness of their graduates while simultaneously fostering value orientations that encourage them to voluntarily associate their professional future with their country. Existing models of the university’s third mission do not adequately address the issue of axiological sovereignty, tending to produce either value-neutral professionals or socially active specialists who nevertheless lack a stable value-based identity.

The purpose of this article is to substantiate the theoretical foundations of an integrative model of the university’s social mission that brings together its educational, research, entrepreneurial, and value-oriented formative functions within a unified system aimed at improving the quality of human capital and promoting territorial development.

The study is conceptual and analytical in nature and is based on a theoretical review of the scholarly literature, content analysis of third-mission practices implemented by Russian universities, and a comparative analysis of three approaches to understanding the university mission: the entrepreneurial approach, the traditional social approach, and the proposed integrative model of the social mission.

An integrative model of the university as a value-forming environment is proposed, in which the individual components are not opposed to one another but instead mutually reinforce each other. At the conceptual level, a distinction is made between the content of the social mission as a system of value-oriented ideas and the model of its implementation as a set of specific components and areas of activity. The social mission is interpreted as a mechanism for integrating university functions with societal needs and is implemented through the educational environment, business environment, social relations environment, and institutional environment.

The university’s social mission should not be regarded as an independent “third” activity alongside education and research, but rather as a mechanism for integrating these functions with the needs of society and the territory. Its effectiveness should be assessed through the extent to which graduates develop stable value orientations, the reduction of their propensity to migrate, and the university’s measurable contribution to the social, economic, and technological development of the region. The proposed model represents one possible step towards an anthropological reorientation of education — from homo economicus to a value-oriented individual.

The article analyses the historical conditions under which professional teaching emerged as an independent social institution in Athens of the 5th-4th centuries BC. The study examines three interrelated groups of factors: political (the democratic reforms of Solon, Cleisthenes, Ephialtes and Pericles), economic (the appearance of paid instruction and the formation of a market for intellectual services) and social (the changing status of knowledge, the crisis of aristocratic paideia, and the demand for oratorical skill). The author substantiates the thesis that the Greek Enlightenment — the first systematic form of secular, professional, practice-oriented education in history — arose as a direct functional response to the needs of the democratic polis. The analysis is based on primary sources (Aristotle, Plato, Plutarch, Herodotus) and draws on the works of leading historians of education and classical antiquity (Vernant, de Romilly, Finley, Kerferd).

In 1994, Simon Soloveychik wrote a series of articles, “The Talent of Freedom,” following the publication of the manifesto “The Free Man” in his newspaper “Pervoye Sentyabra” (“The First of September”).